FORMATION OF FUTURE TEACHERS COMPETENCIES OF PEDAGOGICAL PARTNERSHIP

Abstract

The urgency of the outlined problem is due to the need to prepare future primary school teachers to work with parents on a partnership basis, formation of students’ competence of pedagogical partnership as one of the professional competencies. The purpose of the article is in substantiation of the semantic potential of the educational course “Pedagogy” in the formation of future teachers of basic school competence of pedagogical partnership. Methods were used in the process of scientific research analysis, synthesis, generalization, systematization to outline the basic concepts of the study and substantiation of the semantic potential of pedagogy in the formation of future teachers’ competence of pedagogical partnership. Competence of pedagogical partnership treated as the ability of the future primary school teacher to interact with the subject on a parity basis, personal orientation of participants in the educational process in order for students to realize their own educational trajectory of development, self-realization and preparation for active social life. Significant content potential of the course “Pedagogy” is determined in the formation of future teachers’ competence of pedagogical partnership. In the course of lectures and practical classes, students have the opportunity in situations closest to professional activity, to practice the ability to establish interaction with the subjects of the educational process, organize forms (trainings, open conversations, problem discussions, information dialogues, thematic miniatures, joint project activities, actions, days of parental self-government) and methods (problem lectures, heuristic conversations, solving pedagogical problems, micro-teaching, simulations, situational modeling) work with parents on the basis of parity, voluntariness and mutual respect. In the process of forming the competence of the pedagogical partner took into account the requirements of inclusive education, applying family-oriented practices with a child with special educational needs.